COM 230 Communications The Concept of Status and Power Blog Posts

5/11/2019
COM230 – Lesson 5
Instruction
Explain the impact of roles and norms on small group communication.
Before you can fully engage the idea of playing a role in small group communication, you must consider who you are. As you
interact with others in small groups, your self-concept becomes integral to understand your own behaviors. Self-concept is the
image that we have of ourselves. How exactly does this self-image form and change over time? This image develops in several
ways, but is particularly influenced by our interactions with important people in our lives.
Self-concept is generally thought of as our individual perceptions of our behavior, abilities, and unique characteristics. It is
essentially a mental picture of who you are as a person, or a theory about yourself. For example, beliefs such as “I am a good
friend” or “I am a kind person” are part of an overall self-concept.
Self-concept tends to be more malleable when people are younger and still going through the process of self-discovery and
identity formation. As people age, self-perceptions become much more detailed and organized as people form a better idea of
who they are and what is important to them. Humanist psychologist Carl Rogers believed that there
are three different parts of self-concept: Self-image , Self-esteem , and Ideal self . In conjunction,
Psychologist Dr. Bruce A. Bracken suggested in 1992 that there are six specific domains related to
self-concept:
Social: the ability to interact with others
Competence: the ability to meet basic needs
Affect: the awareness of emotional states
Physical: feelings about looks, health, physical condition, and overall appearance
Academic: success or failure in school
Family: how well one functions within the family unit
We organize group roles into four categories — task, social-emotional, procedural, and individual. If
you understand how group roles form and how various roles function, you will be better able to
help a group achieve its purpose. Task roles are those that help or hinder a group’s ability to accomplish its goals . Socialemotional roles are those that focus on building and maintaining relationships among individuals in a group (the focus is on
how people feel about being in the group). Procedural roles are concerned with how the group accomplishes its task . People
occupying these roles are interested in following directions, proper procedure, and going through appropriate channels when
making decisions or initiating policy. The final category, individual roles, includes any role “that detracts from group goals and
emphasizes personal goals” ( Jensen & Chilberg, 1991). When people come to a group to promote their individual agenda above
the group’s agenda, they do not communicate in ways that are beneficial to the group. Let’s look at each of these categories in
more detail.
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Task Roles. While there are many task roles a person can play in a group, we want to emphasize five common ones. The Task
Leader is the person who keeps the group focused on the primary goal or task by setting agendas, controlling the participation
and communication of the group’s members, and evaluating ideas and contributions of participants . The person you identify as
the leader of the group or the person put in charge of the group probably performs the task leader role. Information Gatherers
are those people who seek and/or provide the factual information necessary for evaluating ideas, problem-solving and reaching
conclusions . This is the person who serves as the liaison with your professors about what they expect from a group project.
Opinion Gatherers are those who seek out and/or provide subjective responses about ideas and suggestions . They most often
consider the values, beliefs, and attitudes of members. If there is a quiet member of your group, the opinion gatherer may ask,
“What do you think?” to get that person’s feedback. The Devil’s Advocate is the person who argues a contrary or opposing point
of view . This may be done positively to ensure that all perspectives are considered, or negatively as the unwillingness of a
single person to participate in the group’s ideas. The Energizer is the person who functions as the group’s cheerleader,
providing energy, motivation, and positive encouragement .
Social-Emotional Roles. Group members play a variety of roles to build and maintain
relationships in groups. The Social-Emotional Leader is the person who is concerned
with maintaining and balancing the social and emotional needs of the group members
and tends to play many, if not all, of the roles in this category . The Encourager practices
good listening skills to create a safe environment for others to share ideas and offer
suggestions . Followers are group members who do what they are told, going along with
decisions and assignments from the group . The Tension Releaser is the person who uses
humor or can skillfully change the subject in an attempt to minimize tension and avoid
conflict . Clearly, this is the role Sally prefers! The Compromiser is the one who mediates
disagreements or conflicts among members by encouraging others to give in on small
issues for the sake of meeting the goals of the group .
Procedural Roles. Groups cannot function properly without having a system of rules or
norms in place. Members are responsible for maintaining the norms of a group and play
many roles to accomplish this. The Facilitator acts like a traffic director by managing the flow of information to keep the group
on task . Gatekeepers are those group members that attempt to maintain proper communicative balance . These people also
serve as the points of contact between times of official group meetings. The Recorder is the person responsible for tracking
group ideas, decisions, and progress . Often, a written record is necessary, thus, this person has the responsibility for keeping,
maintaining, and sharing group notes. If you’re the person who pulls out a pen and paper in order to track what the group talks
about, you’re the recorder.
Individual Roles. Because groups are made of individuals, group members often play various roles to achieve individual goals.
The Aggressor engages in forceful or dominating communication to put others down or initiate conflict with other members .
This communication style can cause some members to remain silent or passive. The Blocker is the person who fusses or
complains about small procedural matters, often blocking the group’s progress by not letting them get to the task . They worry
about small details that, overall, are not important to achieving the group’s desired outcome. The Self-Confessor uses the group
as a setting to discuss personal or emotional matters not relevant to the group or its task . This is the person who views the
group as one that is there to perform group therapy. The Withdrawer shows little interest in the group or the problem at hand
and does not contribute in a meaningful way, or at all . This is the person who does essentially no work. The Joker or Clown uses
inappropriate humor or remarks that can steer the group from its mission . (University of Minnesota Libraries, 2016)
Case In Point
The popular sitcom Workaholics (2011-present) follows three college
dropouts who work at a telemarketing company and are notoriously
terrible workers. Always working as a group in their shared cubicle, the
three young men are all prime examples of group members who play
Individual Roles: Anders as the Aggressor, Blake as the Self-Confessor,
Adam as the Blocker, and all three of them act as the joker or clown at
one point or another. As you might guess, this group is very unproductive
and ineffective.
In a group, people often are responsible for taking on more than one role or engaging in more than one type of behavior. Some
roles can be assigned, such as a leadership role. Others may depend upon a person’s personality.
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Most of the time you will know what is expected from you by the way the rest of the group treats you. For example, even if you
don’t feel as if you would be adequate as the group’s leader, if everyone turns and makes eye contact with you when a final
decision needs to be made, you are clearly the task leader in their minds. Behaviors may be learned, so even though a role may
make you uncomfortable or may feel confusing at first, you can learn to adapt and be what your group needs you to be. In this
class, taking an active part in the live events in leson 3 and lesson 9 provide an opportunity for you to try some of these roles as
well as gain clarification in which roles you feel more or less comfortable.
Roles and norms impact small group communication by reducing uncertainty about how the group will communicate and
function. In the communication field, scholars Berger and Calabrese (1975) note a primary objective in initial interactions is to
reduce the uncertainty about others backgrounds, attitudes, and beliefs (cognitive uncertainty), as well as how to act and react
in social situations (behavioral uncertainty) (Berger, 1979; Boucher & Jacobson, 2012). This line of study utilizes uncertainty
reduction theory. If uncertainty reduction theory is interesting to you, check out “Causal Uncertainty During Initial Interactions,”
an article investigating how people’s doubts about their ability to understand social events affects their perception of social
situations. You may also want to read the portion of Lesson 2 which describes Uncertainty Reduction Theory.
Group Norms
Norms are important. As we highlighted in the “norming” stage of group formation, they are the defining characteristics of
groups. Every group in which we participate has a set of rules like we discussed in the “norming” stage. Each group’s norms are
different, and we must learn them to be effective participants. Often, they form based on group members’ experiences in
previous groups. Some groups formalize their norms and rules, while others are less formal and more fluid. Norms are the
recognized rules of behavior for group members, they influence the ways we communicate with other members, and ultimately,
the outcome of group participation.
Brilhart and Galanes (1998) divide norms into two categories: general norms and role
specific norms. General norms “direct the behavior of the group as a whole”. Meeting
times, how meetings run, and the division of tasks are all examples of general norms
that groups form and maintain. These norms establish the generally accepted rules of
behavior for all group members.
The second category of norms is role-specific norms. Role-specific norms “concern
individual members with particular roles, such as the designated task leader”. How
quickly and rigidly people conform to the rules and standards of a group depends on
the individual characteristics of the group members, clarity of the norm and the
certainty of punishment for breaking the norms, and the number of people who have already conformed to the norm.
Not only are there norms that apply to all members of a group, there are norms that influence the behaviors of each role. If a
group’s members are self-motivated and do not need someone imposing structure, they will set a norm that the group leader
should act as a laissez-faire or democratic leader rather than an authoritarian leader (Refer to Lesson 10 for information on
Leadership). Violation of this norm would most likely result in conflict if leaders try to impose their will. A violation like this will
send a group back to the “storming” stage to renegotiate the acceptable norms of the group. When norms are violated, group
members most often will work to correct the violation to get the group back on task and functioning properly. As groups
progress through the various stages, and as members engage in the various roles, the group is in a continual process of
decision making. Though many norms develop in a group without anyone explicitly identifying what is or what is not acceptable
behavior, sometimes the establishment of ground rules can help a group or team effectively accomplish a task. To develop
these basic principles, the leader of a group may begin by inviting the members to participate in the development of their
group-specific ground rules, rather imposing and enforcing norms on their group members. For example, here is a sample list
of community rules for an online class. Do you think these would work for our class live events?
Sample Community Ground Rules
Treat contributions made by other members of the class with
respect.
Reach out and help when you see the need. And ask for help
when you need it.
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Have patience and a sense of humor with technology. There will
be hiccups, expect them.
Keep an open mind. If you’re feeling reluctant, that’s ok. Take it
one step at a time and look at this as an opportunity to learn
something new.
Contribute regularly to collaborative activities to ensure other
members of the community have ample opportunity to
read/listen, reflect, and respond to your ideas.
Respect the diverse opinions and viewpoints of each member of
our community. Differences allow us to learn and grow together.
Understand that communications shared through text have a
higher likelihood of being misinterpreted than the spoken word.
Therefore, when you type a thought or a comment, read it
carefully before you submit it. If you question the way it is
worded, read it out loud to yourself. If you still question the way
it’s phrased, rewrite it.
Contribute regularly to group dialogue, including blog posts and
replies. The contributions of each individual play a role in the
collective strength and diversity of our community.
Members of our community are restricted to enrolled members
of our class, in an effort to maintain a safe, trustworthy
discussion environment. [If students will be engaging in
interactions in the public web, note those activities here (and in
other parts of your course where those activities are explained)
to ensure they know who their audience is before they
contribute. Learning to share appropriately in the public web is
an important component of developing a digital citizenship and it’s
your job to ensure students are clear about who has access to
their work.]
All image and video content shared within this community will
reflect acceptable academic standards. You are expected to use
discretion and, if asked, you will be expected to demonstrate
how your content supports the theme of our community: “[enter
a description of the community’s theme here].”
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Any community member has the ability to create a new
discussion forum in our course. However, the individual who
creates the forum immediately takes on the responsibility of
moderating it. This means you have committed to regularly
responding to new comments and greeting new members of the
forum.
If, at any time, you feel that any of these ground rules have
been violated by a member of our community, you are
encouraged to bring your concern directly and immediately
to [enter your name], our community leader. Clearly identify
which ground rule has been violated and include specific evidence
of the violation
Roles and norms provide a way for members to know their place in the group and how to behave so the group can fulfill its
purpose. In this course, the small group interactions are all virtual. It is important to note that developing power, status, and
trust differs in this environment as opposed to face-to-face communication. For example, while face-to-face communication
relies on social and emotional bonds to develop trust, virtual small groups must rely on task-oriented responses to develop
trust.
Do you count on one person to usually get the group going with the task, or is there one person that always brings humor into
the conversations? When these people are absent, do you notice a difference in the dynamics of the group? Roles and norms
tend to happen whether you formally or informally assign them. As students of small group communication, understanding
specific roles and the formation of norms provides you with the tools you need to successfully achieve group goals.
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start
Drag each card to its most appropriate category.
Now Showing: Card 0 of 18 cards
Task Roles:
Roles that help or hinder a
group’s ability to
accomplish its goals.
Social­emotional roles:
Roles that focus on
building and maintaining
relationships among
individuals in a group (the
focus is on how people
feel about being in the
group).
Procedural roles:
Roles concerned with how
the group accomplishes
its task.
Individual roles:
Any role that detracts
from group goals and
emphasizes personal
goals.
Take a “Blog” Moment:
Consider the small groups currently in your life. In a separate
document, draft a blog to answer:
Have you ever been in a group in which a group member did not do
perform the assigned task? What happened? (If not, please contact
your instructor).
How did the group handle this situation?
What was the response of the person who did not complete the
task?
In hindsight, would you have handled the matter differently? If so,
how would you have handled the matter?
Save your draft. You will come back to it in a few moments to expand
after you learn about power in small groups.
Define the effects of status and power in small groups.
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All small groups have status and power relationships among group members. These variab
what types of messages will be communicated, and how decisions will be influenced. At
first glance, the idea of social status and power can have negative connotations with
images of a dictatorial ruler or an antagonistic group member. Upon further
investigation, however, you will notice that status and power allow one to have insight
into understanding talking patterns in small group communication and whose influence
is most likely to be effective in the group.
Social Status
Among the many organizational and individual factors that can influence the effectiveness of communication, social status is
one of the most challenging to address. One of the most powerful forces drawing people into groups is the attraction of high
status. Social status refers to the relative rank or standing that an individual has in the eyes of others. Position in the
organization’s hierarchy, background, education, reputation, and power all contribute to those perceptions of prestige.
There are two elements of social status—those attributes we are born with and those we achieve. Ascribed status is determined
at birth and includes characteristics such as sex, age, race, ethnic group, and family background. Achieved status is what an
individual acquires because of the exercise of knowledge, ability, talent, skill, and/or perseverance. Employment and occupation
are primary factors in social status, and one’s role in a small group is especially relevant within the boundaries of that group or
team.
Implications of Social Status on Communication
People often have difficulty navigating status differences when trying to inform or
persuade others. To many, social status is an indicator of credibility and legitimacy, and
it effects how seriously others take what one communicates. Key elements that are
involved in an audience’s evaluation include title, reputation, and the extent to which
people can identify with the communicator’s motives and objectives. Status differences
can create a bias against those with the perceived lower status. For example, a junior or
lower-level employee asked to make a presentation to a group of more senior upperlevel managers may have difficulty keeping their attention at first even if his information and presentation skills are solid.
Outsider status can also be a challenge in communication. This is commonly experienced by salespeople, vendors, and even
potential employees.
Given the complexity of group interaction, it’s short-sighted to try to understand group communication without looking at
notions of power (think back to Critical Theories and Research Methods). Power influences how we interpret the messages of
others and determines the extent to which we feel we have the right to speak up and voice our concerns and opinions to
others . Take a moment to reflect on the different ways you think about power. What images come to mind for you when you
think of power? Are there different kinds of power? Are some people inherently more powerful than others? Do you consider
yourself to be a powerful person?
There is no simple answer to these questions and there is no single definition of power. The word “power” literally means “to
be able” and has many implications. One way to think about power is in terms of the relationships between people. In the
workplace, your boss can exert power to make you work late or fire you. If you don’t work there, that person cannot make you
do anything. That ability to exert power only exists when there is the proper relationship between people. Additionally, the
ability to exert that power depends on the proper place and time. A judge cannot walk down the street sentencing random
people to prison sentences. A judge can only sentence someone while presiding over a case where the person is a defendant.
Power Bases
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The types of power we draw on in relationships have long been a topic of small group study. Researchers John R. P. French and
Bertram Raven identified five types of power someone may draw on: legitimate, expert, referent, reward, and coercive (French
& Raven, 1959). Like power itself, these types of power are relational and dependent on the situation. What works in one
situation might not work in another. A struggle for power among group members can result in poor group decisions and less
group cohesion. Therefore, it is important to understand the bases of power to avoid such pitfalls. Let us explore each type in
more depth. Click on each button below to understand each power base.
LEGITIMATE POWER
EXPERT POWER
REFERENCE POWER
REWARD AND COERCIVE POWER
Group members may have high status or low status and utilize a base of power . Watch this short clip from the beginning of
Ironman. What is the status of Ironman (played by Robert Downey Jr.)? What power base does Ironman appear to utilize? How
do you know?
Take a “Blog” Moment:
Now that you have read about status and power, review your
blog draft. Revise your draft to include another paragraph
about the status and/or power at play in the small group
communication. When you are finished with your draft, proofread and
submit it to the course blog for this lesson.
Learn how to post to the COM 230 Blog here .
Virtual Communication, Small Groups and Trust
If you have ever tried to work with a small group through a virtual medium, you know that virtual communication poses
nuances that are absent in face-to-face communication. The rise of the Internet, the creation of a global fiber-optic network,
and the rapid development of long distance communication technologies has made it very easy for people all over the world to
work together. It created a global platform that has allowed more people to plug and play, collaborate and compete, share
knowledge and share work, than anything we have ever seen in the history of the world (Friedman, 2005). The new
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COM230 – Lesson 11
Focusing Your Learning
Lesson Objectives
By the end of this lesson, you should be able to:
Identify approaches to group problem solving
Describe how to evaluate Web resources and use virtual communication in problem
solving
Explain how to apply Reflective Thinking and problem-solving tools
Instruction
Identify approaches to group problem solving.
In the groups you navigate, problems are bound to arise. Problems may
include determining the best time to meet or adjusting to changes when
transitioning leadership. Consider your most recent small group problem.
Have you found a solution, or is it still brewing? Do you go around and
around in meetings just hoping to reach a solution to a problem? This
lesson will provide three specific approaches or lenses to small group
problem solving that you can use to bring resolution and, hopefully,
peace to your problem. Before examining the approaches, let’s first
investigate the basic elements or pathways of group decision-making.
Types of Decision Makers
Problem solving and decision making belong together. You cannot solve a problem without making a decision.
There are two main types of decision makers. Some people use a systematic, rational pathway , which is a
decision-maker who follows a plan to make a decision. Others are more intuitive . They go with their emotions or
a gut feeling about the right path for solving the problem. They may have highly creative ways to address the
problem, but cannot explain why they have chosen this approach.
Take a “Blog” Moment:
Think about your recent problem-solving situations.
What type of decision-maker are you? Are you
systematic/rational or intuitive/creative? In a separate
document, draft a few sentences to explain your decisionmaking style. You will return to your draft in a moment.
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Six Problem­Solving Steps
The most effective method for problem-solving uses both
rational and intuitive or creative approaches. There are six steps
in the process:
1.
2.
3.
4.
5.
6.
Identify the problem
Search for alternatives
Weigh the alternatives
Make a choice
Implement the choice
Evaluate the results and, if necessary, start the process
again
Identify the problem
To solve a problem, you must first determine what the problem actually is . You may think you know, but you
need to check it out. Sometimes, it is easy to focus on symptoms, not causes. You use a rational pathway to
determine what the problem is. The questions you might ask include:
What have I (or others) observed?
What was I (or others) doing at the time the problem occurred?
Is this a problem easily identified or a symptom of a deeper, underlying problem?
What information do I need?
What have we already tried to address this problem?
For example, imagine you work in a commercial kitchen; the apprentice you supervise comes to you saying that
the electric warming oven is not working properly. Before you call a repair technician, you may want to ask a few
questions. You may want to find out what the apprentice means by “not working properly.” Does he or she know
how to operate the equipment? Did he or she check that the equipment was plugged in? Was the fuse or circuit
breaker checked? When did it last work?
You may be able to avoid an expensive service call. At the very least, you will be able to provide valuable
information to the repair technician that aids in the troubleshooting process.
Of course, many of the problems that you will face in your varying small groups may be much more complex
than a malfunctioning oven. Yet, the basic problem-solving process remains the same, even if the problems
identified differ. In fact, the more complex the problem is, the more important it is to be methodical in your
problem-solving.
Search for alternatives
It may seem obvious what your group must do to address the problem. Occasionally this is true, but most times
it is important to identify possible alternatives. This is where the creative side of problem solving really comes in.
Brainstorming with a group can be an excellent tool for identifying potential alternatives. Think of as many
possibilities as possible. Write down these ideas, even if they seem somewhat zany or offbeat on first
impression. Sometimes silly ideas can contain the germ of a superb solution. Too often, people move too quickly
into making a choice without really considering all the options. Spending more time searching for alternatives
and weighing their consequences can really pay off.
Weigh the alternatives: Establishing Criteria
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Once several ideas have been generated, your group needs to assess each of them to see how effective they
might be in addressing the problem. The establishment of criteria for judging alternatives is an important
practice in all types of problem-solving situations. Factors you will consider include:
What
What
What
What
is our goal? What are we trying to accomplish?
does the alternative need to do? How will it meet our goal(s)?
standards are the most important for this alternative to meet?
is less important?
Some individuals and groups avoid making decisions. Not deciding is a decision. By postponing a decision, you
may eliminate several options and alternatives. You lose control over the situation. In some cases, a problem can
escalate if it is not dealt with promptly. For example, if you do not handle customer complaints promptly, the
customer is likely to become even more annoyed. You will have to work much harder to get a satisfactory
solution. We will discuss establishing criteria in more depth later in the lesson.
After alternatives are evaluated, it is time to make a decision. The method of making a final decision is often a
group norm. Common methods include consensus, voting, compromise, and authority rule.
Implement the decision
Once your group has decided on a solution, it must be implemented. With major decisions, this may involve
detailed planning to ensure that all parts of the operation are informed of their part in the change. The decisionmaking process that requires the most group input is called consensus. To reach consensus group members
must participate in the crafting of a decision and all agree to adopt it as a unanimous decision. While not all
members may support the decision equally, all will agree to carry it out. In individualistic cultures like the U.S.,
where a great deal of value is placed on independence and freedom of choice, this option can be seen by group
members as desirable, because no one is forced to go along with a policy or plan of action to which they are
opposed. Even though this style of decision making has many advantages, it has its limitations as well—it
requires a great deal of creativity, trust, communication, and time on the part of all group members. When
groups have a hard time reaching consensus they may opt for the next strategy, which does not require buy-in
from all of the group.
Voting by the majority may be as simple as having 51% of the vote for a particular decision or may require a
larger percentage, such as two-thirds or three-fourths, before reaching a decision. Like consensus, voting is
advantageous because everyone is able to have an equal say in the decision process (as long as they vote). Unlike
consensus, everyone may not be satisfied with the outcome. In a simple majority, 49% of voters may be
displeased and may be resistant to abide by the majority vote. In this case, the decision or policy may be difficult
to carry out and implement. For example, our campus recently had a department vote on whether or not they
wanted to hire a particular person to be a professor. Three of the faculty voted yes for the person, while two of
the faculty voted no. Needless to say, there was a fair amount of contention among the professors who voted.
Ultimately, the person being considered for the job learned about the split vote and decided that they did not
want to take the job because they felt that the two people who voted no would not treat them well.
Toward the right of our continuum is compromise. This method often carries a positive connotation in the U.S.
because it is perceived as fair when each member gives up something, as well as gains something, to reach an
agreement or solve a problem. Nevertheless, this decision-making process may not be as fair as it seems on the
surface. The main reason for this has to do with what is given up and obtained. There is nothing in a compromise
that says these concessions must be equal (that may be the ideal, but it is often not the reality). For individuals
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or groups that feel they have gotten the unfair end of the bargain, they may be resentful and refuse to carry out
the compromise. They may also foster ill will toward others in the group, or engage in self-doubt for going along
with the compromise in the first place. However, if groups cannot make decisions through consensus or voting,
compromise may be the next best alternative.
At the far right of our continuum is a decision by authority rule. This decision-making process requires essentially
no input from the group, although the group’s participation may be necessary for implementing the decision. The
authority in question may be a member of the group who has more power than other members, such as the
leader, or a person of power outside the group. While this method is obviously efficient, members are often
resentful when they feel they must follow another’s orders and feel they were not valued in the group process.
*Remember, these paths towards decision-making are very important! When groups take the time to problemsolve effectively, Groupthink can be avoided. As you recall from lesson 9, Groupthink happens when a group is so
focused on agreement and consensus that they do not examine all the potential solutions available to them.
Obviously, this can lead to incredibly flawed decision making and outcomes.
Evaluate the outcome
Whenever you have implemented a decision, you need to evaluate the results. The outcomes may give valuable
advice about the decision-making process, the appropriateness of the choice, and the implementation process
itself. This information will be useful in improving the group’s response the next time a similar decision must be
made.
Creative Thinking: Problem­solving outside the box.
Your creative side is most useful in identifying new or unusual alternatives. Too often, your group can get stuck in
a pattern of thinking that has been successful in the past. If you have a problem that seems to have no solution,
try these ideas to “unfreeze” your mind:
Relax before trying to identify alternatives.
Play “what if” games with the problem. For example, “What if money was no object? What if we could
organize a festival? What if we could change winter into summer?”
Borrow ideas from other places and companies. Performing a search on the internet can help you find a
variety of ideas. Use what you learned about internet sources from lesson 4 to help you evaluate their
validity.
Give your group permission to think of ideas that seem foolish or
that appear to break the rules. For instance, in our kitchen example,
new recipes may come about because someone thought of new
ways to combine foods. Sometimes these new combinations appear
to break rules about complementary tastes or break boundaries
between cuisines from different parts of the world. (Sally is always
game for a new combo!) The results of such thinking include the
combined bar and laundromat and the coffee places with Internet
access for customers.
Use random inputs to generate new ideas. For example, walk
through the local shopping mall trying to find ways to apply
everything you see to the problem.
Turn the problem upside down. Can the problem be seen as an
opportunity? For example, the road outside your restaurant that is the only means of accessing your
parking lot is being closed due to a bicycle race. Perhaps you could see the bicycle race as an opportunity
for business rather than as a problem.
Take a “Blog” Moment:
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Return to your blog draft. Considering your decisionmaking style, if you are a systematic/rational type,
what do you need to do to enhance your creativity in
decision making? If you are an intuitive/creative type, what do
you need to do to bring more systematization to your decisionmaking? Thinking about these pathways will help you become
more well-rounded in your decision-making as well as further
understand decision-making types that are your opposite. Save
your draft. You will add one more paragraph.
Approaches to problem­solving:
With the basic principles of decision-making in your mind, it is important to take a step back to view the larger
picture of problem-solving. In the vast field of the study of human communication, there are three dominant
approaches to problem-solving that are like lenses through which to understand a problem. After learning about
these approaches the question will be; which will you choose and why?
Descriptive Approach:
The descriptive approach explains how groups actually solve
problems and not how they should solve problems. This
approach is useful because it provides a road map to determine
where the group is in the group problem-solving process.
Functional Approach:
Like the functional perspective in leadership (Lesson 10), the
functional approach to problem solving identifies specific task
requirements with effective communication to solve the
problem. With aspects of descriptive and prescriptive
approaches to group problem solving, the functional approach
includes five key functions for a group to utilize in order to reach
a high-quality solution.
Prescriptive Approach:
The prescriptive approach prescribes exact agendas and
techniques for group problem solving to help groups who need
structure to come to a solution.
As you reflect on which approach seems the most worthwhile to you, keep in mind that your most comfortable
approach is filtered through your cultural perspective. This is inherent to your self-concept . Lesson 5 discusses
the impact of self and culture on communication. Remember, when a group is especially diverse, it can be
difficult to establish roles and norms, which means it can also be difficult to solve problems because of differing
cultural expectations. To bridge differences in group problem-solving approaches you should take the following
steps:
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» Develop mindfulness.
» Be flexible.
» Tolerate uncertainty.
» Avoid stereotyping.
» Ask questions.
» Be other-oriented.
Describe how to evaluate Web resources and use virtual communication
in problem solving.
With advances in technology, when you have a problem to solve, where do
you go? Is Siri or Google part of your technology team? Traditional
libraries are still excellent resources for research. The modern library is a
community hub. You’ll find people of all ages and from all backgrounds,
demographics, and socio-economic situations in your public libraries.
Modern librarians need the following skills to do their job effectively:
technologically informed
confident communicators
adaptable
dedicated to professionalism
committed to lifelong learning
If you haven’t checked out your public library or your school library in a
while, perhaps now is the time?
The Internet is an amazing tool to access a variety of resources, yet it brings a false sense of security because
anyone can publish their thoughts, opinions, and findings whether they are credible or not. As students of small
group communication, it is important to understand how to evaluate Web resources. Check out Waking Up, Inc.
to apply a set of criteria you can use to determine if the Website is worthwhile. Review lesson 4 for additional
details. In the meantime, ask these questions:
What is the purpose of the web resource?
What is the author’s intent in the web resource?
Is bias present in the site?
Is the content accurate, complete, well-written, and relevant to my purpose?
Along with the virtual environment of Web resources, small group problem solving may occur in a virtual
medium. Virtual communication continues to advance in ways that allow for a balance of structure and
interaction to be maintained with options for synchronous (virtual face-to-face connection) and asynchronous
communication (via texting and various forms of messaging including text, voice, and video). Structure entails
those items that help a group stay on task and interaction is the give and take of communication that allows
people to feel a sense of belonging in a group. Groups need a structure and interaction to increase member
satisfaction in goal achievement and social interplay.
The goal of online communication is the same as the goal in face-to-face communications: to bond, to share
information, to be heard, and to be understood. When we are communicating with group members, whether
face-to-face or online, we are communicating to give information or get information to gain understanding and
build relationships. Communicating with others in an online environment requires a little more thought and
planning than communicating face-to-face due to the absence of body language in the online environment. In
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person, you have the benefit of using body language and facial expression to help you communicate and get
your message across. When communicating online, since you are limited to using text and/or images to help you
get your point across, you do not have the benefit of using body language to help you communicate. Awareness
of limitations of communication capabilities within online environments will help you determine how to develop
timely and relevant communications and how to effectively communicate with your small group in addition to
selecting the appropriate virtual tool.
To determine what would be considered timely and relevant communication, first you need to decide why and
what you need to communicate with your group. To answer this question, you should know the result you want
to achieve as a group with virtual communication. Therefore, it is important to return to the material discussed
at the beginning of the lesson. Your group should arrive at an understanding of the problem to be solved and/or
the goal to be met. De ja vu, anyone?
Here are some tips to consider if meeting in person is not an option:
Select a virtual venue that allows for easy capture of ideas and accurate recording of the communication.
Get ready for brainstorming . Virtual groups often generate more ideas than face-to-face meetings.
Don’t forget an agenda . Virtual communication can be best suited for structured and linear tasks.
Be intentional . The fast-paced virtual environment allows for less time to reflect and evaluate ideas.
Take a “Blog” Moment:
Return to your blog draft. It is time to add the final
paragraph. Hoorah! In your third and final paragraph,
please discuss your preference for face-to-face
communication or virtual communication and why you prefer
that form of communication. When you are finished with your
draft, proofread and submit it to the course blog for this lesson.
Just in case you missed this earlier in the lesson
Explain how to apply Reflective Thinking and problem­solving tools.
The study of small group communication has provided several specific methods for problem solving that help
groups achieve a high-quality solution. In our course, we will take an in-depth look at Reflective Thinking and its
possible problem-solving tools.
REFLECTIVE THINKING
Out of the box: Being and Staying Creative
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